Prizma offers gifted students the opportunity to go a step further, but what truly drives us is the belief that every child has their own talents and areas in which they can shine. That is why our teachers take on the important responsibility of closely observing each child throughout their schooling, in order to recognise and encourage the development of their interests and abilities.

Although the school’s enriched curriculum places an emphasis on the natural sciences, Prizma equally nurtures creative, sporting, and communication skills. We believe that every child’s potential deserves to be recognised, supported, and fully developed.

No, Prizma is designed for all curious and motivated students.

It is true that we are a school with a strong focus on the natural sciences. However, this primarily means that we nurture logical thinking, a skill that is essential across all areas of interest.

At Prizma, students do not rely on rote memorisation beyond what is truly necessary. Instead, they learn how to think logically, analyse, and solve problems — skills that form the foundation of success in all subjects, both humanities and sciences. We encourage active thinking rather than passive listening, which may feel demanding at first, but very quickly becomes engaging and enjoyable.

The use of technology at Prizma does not mean staring at screens. Our focus is on hands-on work, experiments, and projects, through which students develop skills relevant to every field while fostering creativity, teamwork, and communication.

Prizma is an ideal environment for children who are curious, who ask questions, and who want to understand *why*. Our role is to support well-rounded development and help each child reach their full potential — whether they later gravitate towards physics, history, or the arts.

In short, Prizma is a school for every student who is ready to think independently.

It is not mandatory, but it is recommended as excellent preparation for the Prizma school programme. Completing the Preschool programme does not require enrolment in Prizma Primary School.

Students at Prizma are active participants in the learning process. We encourage them to think, ask meaningful questions, explain their knowledge and projects, and do so with enthusiasm. Homework at Prizma is about preparing for the next lesson, not revising the previous one. This approach increases students’ interest in the subject matter, supports active thinking in class, and significantly improves learning effectiveness.

Classes run from 8:30 a.m. to 3:00 p.m., with free and elective activities until 4:00 p.m.

Students may arrive at school from 8:00 a.m., when breakfast is available.

We schedule breaks frequently and take special care to ensure that more mentally demanding lessons are always followed by sufficient time for rest and movement. This may include light physical activities, dancing, or games such as tag in the school playground. What matters most is that after longer periods of sitting, students have the opportunity for a meaningful physical and mental break.

At Prizma, our focus is on nurturing and developing each student’s individual potential. Classes have up to 16 students, which already allows for high-quality teaching. In more demanding parts of the curriculum—such as project-based and practical work, or preparation for competitions—the two-teacher model enables a deeper, more individualised, and therefore more effective approach.

In practice, two teachers jointly lead lessons during selected parts of the school timetable. This system allows us to give every student full attention: providing additional support where it is needed, and offering more challenging tasks to those who are ready to move ahead.

At Prizma, we use technology purposefully — and thinking to the fullest.

Yes, the school is excellently equipped with technology: each child has access to a computer, and smart boards, a 3D printer and robots are part of our teaching tools. However, technology at Prizma is introduced gradually, thoughtfully and with clear intent. In the first grade, children learn primarily through discussion, exploration, writing and drawing — without using computers. Later on, especially in higher grades, we progressively introduce more advanced uses of technology for research projects, presentations and basic programming skills — always as a support for thinking, never as a replacement for it. In this way, technology becomes a tool that enhances learning rather than distracting from it.